The Effect of Presentation Modes in Computer-Assisted Language Testing on Cultural Contents in Korean EFL Classrooms
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This study investigated the efficacy of computer-assisted language testing on cultural contents and examined the students' development of integrated skills. Furthermore, it also looked into the differential effect of presentation modes in the test. In this study, two sequenced modes on aural and visual and one simultaneous mode were compared. For the purpose of the study, 120 (male 60, female 60) Korean 10th grade students were recruited to take a computer-assisted language test and an online questionnaire survey. The test consisted of three parts, each in a different mode and students submitted their answers via email after the test. The study found a significant difference in all three modes and students outperformed in the simultaneous mode as compared to the two sequenced modes. In addition, integrative test tasks which required students to produce written language rather than spoken language resulted in a better performance. This also showed that authentic cultural contents motivated students to learn English and practice integrated skills. According to students' response in the questionnaire survey, students had positive attitudes towards developing their integrated skills through computer-assisted language testing. However, ways to provide immediate feedback to students need to be improved to implement this effectively in English classes.
Abstract
This study investigated the efficacy of computer-assisted language testing on cultural contents and examined the students' development of integrated skills. Furthermore, it also looked into the differential effect of presentation modes in the test. In this study, two sequenced modes on aural and visual and one simultaneous mode were compared. For the purpose of the study, 120 (male 60, female 60) Korean 10th grade students were recruited to take a computer-assisted language test and an online questionnaire survey. The test consisted of three parts, each in a different mode and students submitted their answers via email after the test. The study found a significant difference in all three modes and students outperformed in the simultaneous mode as compared to the two sequenced modes. In addition, integrative test tasks which required students to produce written language rather than spoken language resulted in a better performance. This also showed that authentic cultural contents motivated students to learn English and practice integrated skills. According to students' response in the questionnaire survey, students had positive attitudes towards developing their integrated skills through computer-assisted language testing. However, ways to provide immediate feedback to students need to be improved to implement this effectively in English classes.
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